Peer Assessment -Observation Guidelines in CUNY Online Program
Faculty who observe online instruction in this program use the following criteria as guidelines and preoare their reports using them.
Online BA Faculty Observation Criteria Content of Course Site. •organize and present the course material •detailed syllabus that provides sequential mapping of activities- all important activities through the site •convey knowledge of and interest in the subject matter of the course •course site free of typographical, grammatical and other errors Design of Course Site. •different parts of the course form a coherent whole, with mechanisms for easy navigation •the course site attractive •the course banner clearly states the number and name of the course •the course design take full advantage of the features of Blackboard 8.0 Presence and Responsiveness of Instructor. •motivate and encourage student response and interaction (with the material, with each other, with the instructor) •provide detailed contact information •the instructor present on the course site on a regular basis •the instructor an active presence in discussions and in team projects (serving either a neutral or directive role) Quality of Assignments and Evaluation. •discussion questions and other assignments complex and interesting enough to engage students •assignments appropriate to the course focus and objectives •evidence of frequent, sustained student participation in course activities (or has the level of participation fallen off) •instructions and grading schemes for all assignments specified clearly •feedback is provided by the instructor in addition to grades
Peer Assessment -Observation Guidelines in CUNY Online Program
Faculty who observe online instruction in this program use the following criteria as guidelines and preoare their reports using them.
Online BA Faculty Observation CriteriaContent of Course Site.
• organize and present the course material
• detailed syllabus that provides sequential mapping of activities- all important activities through the site
• convey knowledge of and interest in the subject matter of the course
• course site free of typographical, grammatical and other errors
Design of Course Site.
• different parts of the course form a coherent whole, with mechanisms for easy navigation
• the course site attractive
• the course banner clearly states the number and name of the course
• the course design take full advantage of the features of Blackboard 8.0
Presence and Responsiveness of Instructor.
• motivate and encourage student response and interaction (with the material, with each other, with the instructor)
• provide detailed contact information
• the instructor present on the course site on a regular basis
• the instructor an active presence in discussions and in team projects (serving either a neutral or directive role)
Quality of Assignments and Evaluation.
• discussion questions and other assignments complex and interesting enough to engage students
• assignments appropriate to the course focus and objectives
• evidence of frequent, sustained student participation in course activities (or has the level of participation fallen off)
• instructions and grading schemes for all assignments specified clearly
• feedback is provided by the instructor in addition to grades
return to TABLE of CONTENTS CUNY Online Instructors Manual: Pedagogy and Practice